Is the Role of External Feedback in Auditory Skill Learning Age Dependent? (Record no. 2839)
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| 000 -LEADER | |
|---|---|
| fixed length control field | nam a22 7a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20171220162004.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 171220b ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | National Acoustic Laboratories |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Zaltz,Yael |
| 245 ## - TITLE STATEMENT | |
| Title | Is the Role of External Feedback in Auditory Skill Learning Age Dependent? |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | The purpose of this study is to investigate the<br/>role of external feedback in auditory perceptual learning<br/>of school-age children as compared with that of adults.<br/>Method: Forty-eight children (7–9 years of age) and 64 adults<br/>(20–35 years of age) conducted a training session using<br/>an auditory frequency discrimination (difference limen for<br/>frequency) task, with external feedback (EF) provided for<br/>half of them.<br/>Results: Data supported the following findings: (a) Children<br/>learned the difference limen for frequency task only when<br/>EF was provided. (b) The ability of the children to benefit<br/>from EF was associated with better cognitive skills. (c) Adults<br/>showed significant learning whether EF was provided or<br/>not. (d) In children, within-session learning following<br/>training was dependent on the provision of feedback,<br/>whereas between-sessions learning occurred irrespective<br/>of feedback.<br/>Conclusions: EF was found beneficial for auditory skill<br/>learning of 7–9-year-old children but not for young adults.<br/>The data support the supervised Hebbian model for<br/>auditory skill learning, suggesting combined bottom-up<br/>internal neural feedback controlled by top-down monitoring.<br/>In the case of immature executive functions, EF enhanced<br/>auditory skill learning. This study has implications for the<br/>design of training protocols in the auditory modality for<br/>different age groups, as well as for special populations. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Daphne Ari-Even Roth |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Liat Kishon-Rabina |
| 773 0# - HOST ITEM ENTRY | |
| Relationship information | (2017) p. 1-11 |
| Title | Journal of Speech, Language, and Hearing Research • |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/780/Is%20the%20Role%20of%20External%20Feedback%20in%20auditory%20skills%20learning%20age%20dependent.pdf?sequence=1&isAllowed=y">https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/780/Is%20the%20Role%20of%20External%20Feedback%20in%20auditory%20skills%20learning%20age%20dependent.pdf?sequence=1&isAllowed=y</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Universal Decimal Classification |
| Koha item type | Journal article |
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